Kate

My teaching experience

With 13 years of teaching experience, including 10 years in specialist education, I have developed a strong understanding of how to adapt teaching to meet individual learners' needs. I have worked across the EYFS, KS1 and Lower KS2 in both mainstream and specialist settings, delivering whole-class teaching alongside 1:1 and small-group interventions. Throughout my career, I have developed the ability to identify barriers to learning, adapt the curriculum and provide appropriate support to help each learner make meaningful progress.

My specialist SEN/SEND experience

My professional background includes supporting children, young people and adults with a wide range of special educational needs and disabilities. I have particular expertise in working with learners with Profound and Multiple Learning Disabilities (PMLD), severe and complex learning difficulties, autism, ADHD, dyslexia, communication difficulties, sensory impairments and physical disabilities. This has given me a strong understanding of the importance of adapting teaching, communication and learning activities to meet individual needs and enable every learner to engage and achieve.

My experience working with autistic learners

I have a strong background in working with autistic children and young people, including verbal and non-verbal pupils, across both specialist and mainstream settings. I understand that every autistic learner is an individual, with their own strengths, interests, communication style and support needs. I adapt learning environments, communication and teaching approaches to help learners feel comfortable, engaged and able to participate. I have training and experience using Attention Autism strategies to develop engagement, attention and communication through motivating and interactive activities. I understand the importance of predictability, structure and clear expectations, while remaining flexible and responsive to each learner. My approach is strengths-based and focused on helping autistic learners access learning in a way that works for them.

My experience building trusting relationships and supporting emotional wellbeing

Building strong, trusting relationships is central to my approach when working with learners with SEN. I understand that children are more able to engage and learn when they feel safe, understood and confident, and I take the time to build positive relationships based on trust, consistency and respect. I have supported pupils with their emotional regulation and wellbeing, including working as a THRIVE practitioner and using approaches such as the Zones of Regulation. I have also received specific training in supporting children's emotional wellbeing, helping learners to recognise and understand their emotions, develop strategies to manage challenges and communicate how they are feeling. By providing a calm and supportive environment, I aim to help pupils develop confidence, resilience and a positive attitude towards learning.

My experience supporting learners with sensory needs

My work has included supporting learners with a range of sensory needs, including sensory processing difficulties and sensory impairments. I understand that sensory needs can have a significant impact on a pupil's ability to feel comfortable, regulate their emotions and engage in learning. I have supported learners by adapting learning environments, resources and activities to meet individual sensory needs, using approaches such as sensory breaks, movement, visual supports and practical, hands-on activities. I work closely with learners to understand what helps them to feel regulated and ready to learn, while encouraging them to develop strategies that support their independence. My aim is to create a calm and accessible learning environment where every pupil feels comfortable and able to participate.

My experience supporting learners with speech and language needs

Communication is central to my practice. I have a wealth of experience supporting learners who communicate in a variety of ways, including those with speech and language difficulties and complex communication needs. I understand the importance of using appropriate communication strategies and providing every learner with meaningful opportunities to express themselves, make choices and participate in their learning.

I have experience using and supporting a range of communication approaches, including:

• AAC (Augmentative and Alternative Communication)

• Intensive Interaction

• PECS (Picture Exchange Communication System)

• Sensory Stories

• Makaton

• Visual supports and communication boards

• Objects of reference

• Gestures and signing

• Visual timetables and structured communication systems

• Lego Therapy

My aim is to develop and strengthen pupils' communication skills, supporting their independence and enabling them to express their choices, wants, needs and emotions.

My experience teaching Maths and English

I have 13 years of teaching experience in both English and Maths, in mainstream and specialist SEND settings, across the EYFS, KS1 and Lower KS2. I adapt the curriculum to meet the individual needs and starting points of each learner and have supported pupils to develop key skills in areas such as phonics, reading, writing, comprehension, number, calculation and problem-solving.

In English, I have a particular interest in using Colourful Semantics to support language development, sentence structure, comprehension and written language. My Master's dissertation focused on the use of Colourful Semantics, giving me a strong understanding of how this approach can support learners with speech, language and communication needs. I also have experience delivering phonics using Read Write Inc. (RWI), supporting children to develop their phonological awareness, decoding and early reading skills. I have experience preparing pupils for and supporting them through the Year 1 Phonics Screening Check, adapting teaching and providing targeted support to address individual areas of need.

In Maths, I use a Concrete-Pictorial-Abstract approach to help pupils develop a secure understanding of mathematical concepts. Using concrete resources alongside pictorial representations and abstract notation helps learners to develop their understanding of number and calculation, making mathematical concepts more accessible and meaningful. I am skilled at identifying gaps in learning and breaking concepts down into manageable steps, using practical, visual and engaging approaches to build understanding and confidence.

My experience supporting confidence and self-esteem

Throughout my career, I have supported young people to develop their confidence and self-esteem, particularly those who may have experienced challenges or difficulties within their education. As a trained THRIVE practitioner, I have supported learners with their emotional development and wellbeing, helping them to recognise their strengths and develop positive strategies for managing challenges. I have also supported nurture groups within an EYFS mainstream setting, providing targeted support to help children develop their social, emotional and communication skills and build positive relationships with others. I believe that recognising and celebrating individual strengths and achievements is key to developing a positive attitude towards learning. By creating a safe and supportive environment, setting achievable goals and providing encouragement and positive reinforcement, I help pupils to develop greater confidence in their abilities and feel proud of their progress.

My specialist experience providing engaging sessions and inspiring a love of learning

I have developed a strong background in planning and delivering engaging learning experiences that capture pupils' interests and inspire a love of learning. I understand that learners are more motivated when teaching is meaningful, enjoyable and connected to their individual interests and strengths. In specialist settings, I have developed creative, practical and sensory approaches to make learning accessible and engaging for pupils with a wide range of needs and abilities.

I am passionate about learning myself and continually seek out new knowledge, research, theories and strategies to develop my practice and find effective ways to support individual learners. I enjoy exploring different approaches and reflecting on what works best for each pupil, adapting my teaching to help them engage, succeed and develop a genuine enjoyment of learning.

My skills and experience supporting independence

I have developed strong skills in supporting young people to develop their independence and become more confident in managing their learning and everyday experiences. In specialist settings, I have supported learners to make choices, communicate their wants and needs, develop self-help skills and take increasing responsibility for their own learning. I believe in providing the right level of support while giving pupils opportunities to try things for themselves, make decisions and learn from their experiences. I use clear routines, visual supports, modelling and encouragement to help learners develop new skills and gradually reduce their reliance on adult support. My aim is to empower each pupil to recognise what they can achieve, develop their confidence and become as independent as possible.

I believe that every learner has the ability to learn and make progress, but that the way they learn best will be different for every individual. My role is to understand each pupil as a whole person — their strengths, interests, communication style, needs and starting point — and use this understanding to create learning experiences that work for them.

My approach is relationship-led, personalised and strengths-based. Building trust is at the heart of my practice. I want pupils to feel safe, valued and listened to, as I believe this creates the foundations for confidence, communication and meaningful learning. I take time to discover what motivates each learner and use their interests and strengths to make learning relevant and engaging.

I believe learning should be practical, engaging and purposeful. Throughout my career, particularly when working with pupils with SEND, I have used creative, sensory and hands-on approaches to help make learning accessible. I adapt my teaching, resources and communication to suit the individual, whether that means using visual supports, practical activities, repetition, modelling or breaking learning into smaller, manageable steps.

I also believe that confidence and independence are just as important as academic progress. I want pupils to feel proud of what they can achieve and to develop the confidence to have a go, make mistakes and keep trying. I provide the right level of support while encouraging learners to make choices, develop their own strategies and gradually become more independent.

Above all, I want my tutoring sessions to be positive, supportive and enjoyable. I aim to create an environment where pupils feel comfortable being themselves, where their achievements are recognised and where they can experience success. My goal is not only to help learners make progress, but to help them recognise their own strengths, develop confidence and discover that they are capable of more than they may have believed.